Source: Asia-Pacific Journal of Teacher Education, Volume 38, Issue 1 (February 2010), pages 69 – 82.
'Learning through play' in early childhood education is widely advocated, but studies show that play is not easily enacted in classrooms. The quality of learning through play has been questioned in various countries, especially when learning outcomes are a global concern.
This article examines how one teacher implemented learning through play within a formal and didactic Hong Kong pre-school classroom. Following this real-life adaptation of the play pedagogy, this article aims to illuminate the practical theories of linking play with learning in the classroom.
The findings support the adoption of 'play' in young children's learning and reveal tactful ways in which a teacher can encourage the evolving 'flow' of children's play while simultaneously scaffolding their learning. The article analyses the tact involved in the above process and suggests key dimensions for realizing 'learning through play' in the classroom.